France positive aspects of the wine education framework
In comparison to the different countries studied in this thesis,
the French educational system apparently offers a better place and pays more
attention to wine education through its national vocational programmes; Spain
also integrates wine courses in its hospitality curricula. All syllabuses in
France include wine courses and wine education generally begins early,
sometimes in the first year of studies. Differences in wine culture exist and
that could partly explain why countries such as France are always focused on
wine education.
One of the main positive aspects is that through the public
educational system students do not have to pay to take the courses (only small
fees are asked each year). «France has high national standards and one of
France great strengths is that unlike the USA or Britain, the best schools are
public rather than private» (Gumbel, 2011). This can explain why France
has for a long time developed great wine programmes in public hospitality
schools which are nationally recognized. In other countries such as UK or USA,
wine courses are often quite expensive
and are only offered through private programmes which even if
they are attractive could have a negative impact on student's choices.
When students have to rely on private courses and consequently
have to pay for wine education (or wine courses fees are supported by
restaurant owners), continuing education has to play a significant role, and
must offer affordable courses to people wanting to enhance their wine
knowledge. Wine sales improvement obviously can be seen as the corollary of a
good wine education which is also a way to highlight a wine producing
country.
Regarding the sommelier curricula, one the main differences
between the countries is that France offers through the public educational
system two strong curricula devoted to sommellerie (certificate and diploma).
Apparently there is still a demand for sommeliers in restaurants and even
sometimes restaurants face a shortage of professionals while they look for a
sommelier (according to French sommelier teachers). These programmes give high
competencies to students willing to work as sommeliers and they are all likely
to find a job at the end of their studies. The curriculum meets the
professional requirements. Students can not only work in restaurants but they
also can be employed in wine shops or work in the wine tourism industry.
Moreover, French sommeliers are often employed abroad and their
higher qualifications are appealing for outstanding restaurants.
Wine consumption policies possibly play an external and
significant role in the wine education framework. It is allowed in France (at
least for the moment) to deliver wine courses even if students are under 18
(and also do wine tasting), which is not possible in many countries such as UK
and moreover USA where obviously wine syllabus can't be offered to students
studying hospitality. That is the same for Australia and that is one of the
reasons people have to come back to school whilst in the workforce to learn
wine.
In addition to legal the drinking age, it seems that there is a
clear correlation between countries which consider waiting as a recognized job
(e.g. France) and countries with no waiting culture and where waiting jobs are
more devoted to students wanting to earn money to pay for their studies.
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